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Barriers and Facilitators of Evidence-Based Practice among Lecturers at Makerere University College of Health Sciences, Uganda: A Qualitative Study
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Dorothy Irene Nalweyiso; Johnson Mbabazi; Joseph Kabanda; Jeff Breckon; Lawrence Achilles Nnyanzi; Michael Grace Kawooya; Aloysius Gonzaga Mubuuke; Josette Bettany Saltikov; Katherine Sanderson – Cogent Education, 2024
The implementation of Evidence-Based Practice (EBP) in healthcare can significantly improve health outcomes and alleviate poverty, particularly in developing countries like Uganda. Despite its potential, EBP adoption remains limited due to challenges such as resource constraints and inadequate infrastructure. This study explores the barriers and…
Descriptors: Evidence Based Practice, College Faculty, Barriers, Health Services
Designing MOOCs with LITTLE
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Tang, Hengtao; Qian, Yingxiao – Cogent Education, 2022
Massive Open Online Courses (MOOCs) have been touted as a disruptive innovation with a low-cost and flexible option for opening up higher education. However, existing barriers of MOOCs such as a low retention rate and a low forum participation rate have limited their capacity of serving learners. To strengthen the potential of MOOCs, a compelling…
Descriptors: MOOCs, Student Centered Learning, Evidence Based Practice, Active Learning
Rethinking Gifted Education in Jordan: An Analysis of the Role of Educational and Learning Capitals
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Al-Hroub, Anies – Cogent Education, 2023
The focus of this theoretical article is to critically analyze and expound upon the impact of educational and learning capitals on the education of gifted students in Jordan. The article begins by offering a comprehensive examination of the educational system in Jordan, and providing an overview of the present state of gifted education within the…
Descriptors: Educational Change, Gifted Education, Educational Resources, Evidence Based Practice
Arabic Language Teachers' Beliefs and Practices of Using Evidence-Based Practices for Students with Learning Disabilities in the UAE: A Mixed-Methods Study
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Ahmed Mohamed; Zubaida Shraim; Hadeel Saleh; Sheikha Alshehhi; Mayson Khalifa – Cogent Education, 2024
The purpose of this study was to investigate the perceptions of Arabic language teachers in the United Arab Emirates (UAE) regarding the use of evidence-based practices (EBPs) in the assessment and teaching of students with learning disabilities (LD). A mixed-methods design involving semi-structured interviews and surveys was used. A total of 119…
Descriptors: Arabic, Language Teachers, Beliefs, Teacher Attitudes